Abstract
Pictures of innovative blended practice are not uncommon in schools, and whilst celebrating the efforts of ‘champions’ in schools who are willing to innovate and put in extra effort, the challenge of scaling blended pedagogies and innovation school-wide is a greater challenge. This study highlights how Ruyton Girls’ School, a K-12 school in Melbourne, Australia designed a bespoke professional learning program that empowered faculty leaders to design a blended learning framework that reimagines pedagogy across the school. The professional learning program shifted focus from empowering a few to a comprehensive, structured and evidence-based approach that empowered all teachers to develop innovative blended learning practice. The study details our journey to build teacher capacity and a culture of pedagogical innovation that is scaleable. We review the process we undertook with faculty leaders that developed their knowledge about blended learning and pedagogy, and their participation in the design of the school’s blended learning framework. Insights into how the school scaled blended learning innovation through its ‘Teacher Inquiry Group’ action learning approach are also shared. A key feature of the work we did with faculty leaders was that professional learning sessions were blended. Combining face-to-face and virtual activities gave faculty leaders lived experience of innovative blended approaches and enabled the school to complete this important work during numerous COVID-19 lockdowns.
Presenters
Sylvia GuidaraDigital Learning and Development Consultant, Teaching and Learning, Ruyton Girls' School, Victoria, Australia Cathryn Furey
Deputy Principal, Director of Learning, Ruyton Girls' School, Victoria, Australia
Details
Presentation Type
Theme
Considering Digital Pedagogies
KEYWORDS
BLENDED LEARNING, DIGITAL PEDAGOGY, SCALING INNOVATION, PROFESSIONAL LEARNING
